Objective: Writing a close analysis and critical interpretation of literary texts
and doing an adaptation of these require from the learner the ability to identify
the geographic, linguistic, and ethnic dimensions of Philippine literary history
from precolonial to the contemporary.
Subject: 21st Century Philippine Literature
Grade Level: Grade 12
Learning across curriculum:
1. Social Studies - Understanding the historical context of Philippine literature
2. Filipino - Enhancing language skills in analyzing and interpreting literature
3. Media and Information Literacy - Analyzing different forms of literary adaptations in
various media platforms
Review Motivation:
1. Show a short video clip featuring a modern adaptation of a classic Philippine literary work.
2. Conduct a class discussion about the importance of understanding the historical and
cultural context of literature.
3. Present a visual timeline of Philippine literary history, highlighting key events and literary
works.
Activity 1: Analyzing Geographic, Linguistic, and Ethnic Dimensions of Philippine
Literary History
Materials: Visual timeline, handouts with excerpts from different literary works, maps,
markers
Instructions:
1. Divide the class into small groups.
2. Provide each group with a handout containing an excerpt from a literary work.
3. Instruct the groups to analyze the excerpt and identify the geographic, linguistic, and ethnic
dimensions reflected in the text.
4. Each group will present their analysis to the class using the visual timeline and maps.
Rubrics:
- Identification of geographic, linguistic, and ethnic dimensions (10 points)
- Accuracy and clarity of analysis (10 points)
Assessment Questions:
1. How does the excerpt reflect the geographic dimension of Philippine literary history?
2. In what way does the excerpt exhibit the linguistic diversity of Philippine literature?
Activity 2: Close Analysis and Critical Interpretation of Literary Texts
Materials: Literary texts, highlighters, notebooks
Instructions:
1. Provide each student with a literary text.
2. Instruct the students to read the text carefully and highlight key elements that contribute to
its meaning and interpretation.
3. Guide the students in analyzing the literary devices, themes, and cultural references present
in the text.
4. Facilitate a class discussion where students share their interpretations and engage in critical
analysis.
Rubrics:
- Identification and analysis of literary devices, themes, and cultural references (15 points)
- Depth and coherence of interpretation (15 points)
Assessment Questions:
1. How does the author's use of symbolism contribute to the overall meaning of the text?
2. What cultural references can be found in the text, and how do they enhance its
interpretation?
Activity 3: Literary Adaptation Project
Materials: Art supplies, multimedia devices, writing materials
Instructions:
1. Divide the class into small groups.
2. Assign each group a literary work to adapt into a different medium (e.g., film, play, visual
art, song).
3. Instruct the groups to plan, create, and present their adaptation, considering the geographic,
linguistic, and ethnic dimensions of the original work.
4. Encourage the groups to reflect on their creative choices and explain how they maintained
the integrity of the original text.
Rubrics:
- Creativity and originality of the adaptation (15 points)
- Alignment with the geographic, linguistic, and ethnic dimensions of the original work (15
points)
Assessment Questions:
1. How did your group adapt the geographic dimension of the original work into your chosen
medium?
2. In what way did your adaptation maintain the linguistic diversity present in the original
text?
Analysis:
Activity 1 allowed students to apply their knowledge of Philippine literary history by
analyzing specific excerpts. The activity promoted critical thinking and understanding of the
geographic, linguistic, and ethnic dimensions of literature.
Activity 2 focused on developing close reading skills and critical interpretation. Students
were able to identify and analyze literary devices, themes, and cultural references, fostering a
deeper understanding of the texts.
Activity 3 encouraged creativity and collaboration. By adapting a literary work into a
different medium, students were able to explore the multidimensional aspects of Philippine
literature while considering the original work's geographic, linguistic, and ethnic dimensions.
Abstraction: The students acquired the ability to analyze and interpret literary
texts critically, recognizing the geographic, linguistic, and ethnic dimensions of
Philippine literary history.
Application: To apply their learnings, students can be given a real-life problem,
such as analyzing and interpreting contemporary Philippine literature in the
context of current societal issues. They can present their findings and
recommendations on how literature can contribute to addressing these issues.
Assessment: Teachers can assess the learning of the students through the
following methods:
1. Written reflections on the significance of geographic, linguistic, and ethnic dimensions in
Philippine literature.
2. Oral presentations of close analyses and critical interpretations of literary texts.
3. Evaluation of the literary adaptation projects based on rubrics provided.
Assignment: For their assignment, students can choose a literary work from any
period in Philippine literary history and write a close analysis and critical
interpretation paper. They should identify and discuss the geographic, linguistic,
and ethnic dimensions present in the chosen work, highlighting their significance
in understanding Philippine literature.